Page 120 - Šolsko polje, XXVIII, 2017, no. 1-2: Etika in šola, ur. Marjan Šimenc in Mitja Sardoč
P. 120
šolsko polje, letnik xxviii, številka 1–2
tion, loss of self-esteem, inactivity, physical and mental decline); it there
fore becomes an important ethical and social issue. Kristančič (2005: pp.
42) points out that not only is age in postmodern society tabooed, but
there can also be gerontophobia, which often causes feelings of anger to
wards aging, and fear and insecurity among individuals over their own ag
ing and (even) hostility to older people. Even the elderly themselves often
deny that they are old, while among young people, any recognition that
they will themselves become old, is relegated to the subconscious.
Most of older people find it difficult to cope with their age because
of prevailing stereotypes and ageism in society. Instead of fighting against
stereotypes, they prefer to live the lifestyle of younger people, for as long
as possible. Laymen’s perceptions or patterns are full of stereotypes, pre
senting the older population as a uniform and homogeneous social group
that gets ill, is completely dependent on other social groups, and will soon
die. Stereotypes and beliefs about aging not only affect the behaviour and
handling of the elderly, but may have a significant impact on an individ
ual’s experience of aging (Ward, 1979: pp. 128–156). Ward (1979) also be
lieves that an individual’s state of health plays a key role in the fear of ag
ing experienced the elderly, with specific reference to self-esteem. This is
also because self-esteem in old age is a complex phenomenon that depends
on the interaction between personal integration, the self, as perceived by
others, and the socially constructed image of the old person.
For prevention of ageism, and maintenance of a positive attitude to
wards older people, along with positive acceptance of one’s own aging, at
titudes and knowledge regarding aging, especially among children and
young people, as well as other age groups, must be positive and without
stereotypical views about old age and older people.
To prevent ageism, various authors have investigated the relation be
tween knowledge about aging and attitudes to the elderly. The findings
of their studies are not unambiguous, since, on the one hand, the authors
Cottle and Glover (2007: pp. 507), Harris and Dollinger (2001: pp. 663)
and Narayan (2008: pp. 786) found that knowledge has no direct influ
ence on attitudes to the elderly. Palmore (1998) noted a weak correlation
between knowledge about aging and the level of education. On the oth
er hand, research by Alford et al. (2001), Allan and Johnson (2009: pp.
9), Braithwaite (2002), Butler (2005), Funderburk, Damron-Rodriguez,
Storms and Solomon (2006: pp. 457), O’Hanlon, Camp and Osofsky
(1993: pp. 762), Stuart-Hamilton and Mahoney (2003) have established
the exact opposite: that better understanding of aging contributes to a
more positive attitude towards older people. Moreover, Braithwaite (2002:
pp. 331) adds that an appropriate educational approach with guidelines for
118
tion, loss of self-esteem, inactivity, physical and mental decline); it there
fore becomes an important ethical and social issue. Kristančič (2005: pp.
42) points out that not only is age in postmodern society tabooed, but
there can also be gerontophobia, which often causes feelings of anger to
wards aging, and fear and insecurity among individuals over their own ag
ing and (even) hostility to older people. Even the elderly themselves often
deny that they are old, while among young people, any recognition that
they will themselves become old, is relegated to the subconscious.
Most of older people find it difficult to cope with their age because
of prevailing stereotypes and ageism in society. Instead of fighting against
stereotypes, they prefer to live the lifestyle of younger people, for as long
as possible. Laymen’s perceptions or patterns are full of stereotypes, pre
senting the older population as a uniform and homogeneous social group
that gets ill, is completely dependent on other social groups, and will soon
die. Stereotypes and beliefs about aging not only affect the behaviour and
handling of the elderly, but may have a significant impact on an individ
ual’s experience of aging (Ward, 1979: pp. 128–156). Ward (1979) also be
lieves that an individual’s state of health plays a key role in the fear of ag
ing experienced the elderly, with specific reference to self-esteem. This is
also because self-esteem in old age is a complex phenomenon that depends
on the interaction between personal integration, the self, as perceived by
others, and the socially constructed image of the old person.
For prevention of ageism, and maintenance of a positive attitude to
wards older people, along with positive acceptance of one’s own aging, at
titudes and knowledge regarding aging, especially among children and
young people, as well as other age groups, must be positive and without
stereotypical views about old age and older people.
To prevent ageism, various authors have investigated the relation be
tween knowledge about aging and attitudes to the elderly. The findings
of their studies are not unambiguous, since, on the one hand, the authors
Cottle and Glover (2007: pp. 507), Harris and Dollinger (2001: pp. 663)
and Narayan (2008: pp. 786) found that knowledge has no direct influ
ence on attitudes to the elderly. Palmore (1998) noted a weak correlation
between knowledge about aging and the level of education. On the oth
er hand, research by Alford et al. (2001), Allan and Johnson (2009: pp.
9), Braithwaite (2002), Butler (2005), Funderburk, Damron-Rodriguez,
Storms and Solomon (2006: pp. 457), O’Hanlon, Camp and Osofsky
(1993: pp. 762), Stuart-Hamilton and Mahoney (2003) have established
the exact opposite: that better understanding of aging contributes to a
more positive attitude towards older people. Moreover, Braithwaite (2002:
pp. 331) adds that an appropriate educational approach with guidelines for
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